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Following recent trends in the neurosciences in which the body is seen as a constituting factor in mental experience and behavior, this thesis examined the role of testosterone in mapping the state of the body.
The starting point for this research is the disjuncture between the functions of elections predicated in democratic theory and the reality of electoral authoritarian regimes. Mainstream democratic theory views elections as the sine qua non, that is, the institutional mechanism through which the essence of democracy - self-rule of the people - is actualized.
A curriculum is centred around what is taught, why it is taught, to whom it is taught and who is teaching. These are questions of the moment in the higher education landscape since knowledge is always contested in teaching and learning spaces.
The objective of the study is to seek to answer the question: If Black people were created in the image of God, why do they suffer? The study focuses, although it is not limited to, the South African context. In asking this question, it became clear that there were problematic aspects of Black suffering that had to be investigated and addressed. It was argued that suffering is a hindrance to the progress of Black humanity.
This thesis explores the role and positionality of three Black public intellectuals in post94 South Africa, namely, Simphiwe Dana, Ntsiki Mazwai and Sisonke Msimang. For the purpose of this study, I analysed the twitter postings shared by these intellectuals on various social matters that concern the condition of the Black in post-94 South Africa. Using Fanon’s Native Intellectual Consciousness as a lens, the study seeks to capture and evaluate an emergent form of ‘cyber’ activism in the country.
Globally there has been a rise in the population of incarcerated women over recent decades. Yet, despite this increase, female offenders only represent about 5% of the total incarcerated population. South Africa is no different – female offenders on average total less than 3% of the incarcerated population in South Africa, one of the ten largest correctional systems in the world.
Cataloguing is the process of creating metadata representing information sources such as books, sound recordings, digital video disks (DVDs), journals and other materials found in a library or group of libraries. This process requires the use of standardised cataloguing tools to achieve the bibliographic description, authority control, subject analysis and assignment of classification notation to generate a library catalogue.
Purpose: Higher Education Institutions (HEIs) worldwide are facing increased pressure to meet the needs of non-traditional-age students (NTASs), defined here as 25 and older. However, there is not only a lack of supportive institutional cultures for NTASs who pursue a deinstitutionalised life course, but also scholarly knowledge pertaining to the trends in enrolments and perspectives of NTASs according to different socio-demographic variables.
This study sought to establish the impact of interventions employed by schools to support the teaching and learning of pregnant and parenting learners (PPLs) in the Mopani district of Limpopo province, South Africa. The study employed qualitative research methodology to gather narrative data from 68 key school-based education stakeholders who were purposively sampled and interviewed on what their schools were doing to support the teaching and learning of PPLs they enrolled.
Life Sciences and Natural Sciences teachers are expected to adapt and to implement curriculum changes that are designed by the Department of Basic Education. The new Curriculum and Assessment Policy Statement (CAPS) for Life Sciences and Natural Sciences stipulates that teachers are expected to integrate environment and sustainability content knowledge in their science teaching. In order for this to materialise, a specialised multipronged approach is necessary. It is argued that teachers work in diverse contexts and need to be innovative in order to teach science that is relevant to the lives of learners. I argue that effective professional development incorporating innovation can enable teachers to successfully teach environment and sustainability education.Life Sciences and Natural Sciences teachers are expected to adapt and to implement curriculum changes that are designed by the Department of Basic Education. The new Curriculum and Assessment Policy Statement (CAPS) for Life Sciences and Natural Sciences stipulates that teachers are expected to integrate environment and sustainability content knowledge in their science teaching. In order for this to materialise, a specialised multipronged approach is necessary. It is argued that teachers work in diverse contexts and need to be innovative in order to teach science that is relevant to the lives of learners. I argue that effective professional development incorporating innovation can enable teachers to successfully teach environment and sustainability education.